Family and friends

Unit of a long term plan: Family and friends

School:

Date:

Teacher name: Dulatova Assel Dulatkyzy

CLASS: 1

Number present:

absent:

Lesson title: Family and friends

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.UE7 use personal subject and object pronouns to give basic

personal information

Lesson objectives

By the end of the lesson all learners will be able to:

• Name family members with support

• Describe family photos using familiar words and expressions (2 – 3 sentences).

• Contrast personal subject and object pronouns with some support

Most learners will be able to:

• Name family members with little support

• Describe family photos using familiar words and expressions (4 – 5 sentences).

• Contrast personal subject and object pronouns with little support

Some learners will be able to:

• Name family members with no support

• Describe family photos using familiar words and expressions (6 – 7 sentences).

• Contrast personal subject and object pronouns with no support

Assessment criteria

• Apply personal subject and object pronouns

Values links

• National unity, peace and harmony in our society.

Cross-curricular links

• Music

• Art

Previous learning

• Family members (mother, father, sister, brother, baby, mummy, daddy, uncle, aunt, cousin) – singular & plural forms

• Song “finger family”

Plan

Planned timings

Resources

Start

3 min

5 min

Greeting: Teacher greets students; then asks them to make a circle. Students stay opposite to each other making a big and small circle. (An inner and outer circle).

Through the “washing machine” strategy children sing the song “finger family”.

“Daddy finger, daddy finger where are you?

Here I am, here I am

How do you do?

Mummy finger, mummy finger where are you?

Here I am, here I am

How do you do?

Brother finger, brother finger where are you?

Here I am, here I am

How do you do?

Sister finger, sister finger where are you?

Here I am, here I am

How do you do?

Baby finger, baby finger where are you?

Here I am, here I am

How do you do?”

Task1. Differentiation by outcome:

Students work in groups and show their family’s photos and talk to each other about their family. For high achieving students name all family members.

Middle achieving students name with some support family members.

Low achieving students name with more support family members.

Muffin Songs - The Finger Family (Daddy Finger) - Original Version - children songs with lyrics (1).mp4

Posters

Middle

10 min

10 min

5 min

2 min

5min

Task2. Modelling: A teacher names the topic of the lesson. Teacher models new theme by the “heads of dragon” strategy. Sts repeat chorally and individually.

I – am

you – are

he, she, it – is

we – are

you – are

they – are

Task 3: Checking comprehension.

Students play the game with ball using the verb “to be” and look to the presentation. Students name family members.

Differentiation by support:

• High achieving students name family members with no support

• Middle achieving: teacher provides little support

• Low achieving: teacher provides some support

(Example: Is it a father or a grandfather?)

Task 4. Formative assessment: student’s feedback

Teacher shows cards with family pictures and makes mistakes in naming family members. When teacher show mother’s picture – says “He is a father”, etc. If the example is right, student’s clap hands.

Task 5. Energiser: Head, Shoulders, Knees & Toes

Head and shoulders knees and toes

Knees and toes

Head and shoulders knees and toes

Knees and toes

And eyes and ears

And mouth and nose

Head and shoulders knees and toes

Knees and toes

Head and shoulders knees and toes

Knees and toes

Head and shoulders knees and toes

Knees and toes

And eyes and ears

And mouth and nose

Head and shoulders knees and toes

Knees and toes

Task 6. Criteria – based assessment:

Cards with “to be” verb, presentation, ball, cards

Muffin Songs – Head Shoulders Knees and Toes - nursery rhymes & children songs with lyrics.mp4

Evaluation

3min

Reflection

2 min

Task 7. Differentiation by task, Differentiation by grouping, Differentiation by support: students speak about their family in groups showing their photos.

High achieving students speak about their family using 7-8 personal subject pronouns.

Middle achieving students speak about their family using 5-6 personal subject pronouns.

Low achieving students speak about their family using 3-4 personal subject pronouns.

Formative assessment: student’s feedback. Ladder of success

Teacher asks students to mark their places on the ladder with sticky papers and their names on them.

Modeling: Are you on the 1^st step, 2^nd step or 3^rd step.